This paper reports some results from a study sponsored by the Office of Naval Research that has focused on identifying sources of reading disability in young adults. Separate sections of the paper describe experiments conducted to investigate three sets of component processes--word analysis processes, integrative processes, and discourse analysis processes--and report some of the results of the experiments. The paper concludes that the studies have provided evidence for deficiencies in poorly skilled high school age readers in a host of component processes, that the sources of reading disability are not the same in all individuals, and that readers' deficits in component skills are reflected in the degree of efficiency or automacity they demonstrate, and not in their ability to correctly carry processing functions to completion. The paper includes a table and a list of results, charts, and sample exercises used in the experiments, all of which were originally presented with the paper in the form of slides. (GT)